Learning Resources Figures

Figures

Demographic Summary

Table 1: Demographic Characteristics of Respondents (n = 306)
Characteristic	Response	N
EM Residency Graduation Year
	2021-Present	63
	2016-2020	61
	2011-2015	53
	2006-2010	37
	2001-2005	24
	1996-2000	20
	1991-1995	14
	1986-1990	4
	1980-1985	1
Fellowship Training
	No	206
	Yes	99
Gender
	Male	166
	Female	135
	Prefer not to say	4
How did you hear about this survey?
	Residency Alumni Email List	104
	Other:	78
	CORD EM Email List	74
	EM DOCS Facebook Page	28
	ACEP Email List	7
	AAEM Email List	4
Residency Affiliation
	Yes	236
	No	70
Residency Program Length
	3 years	231
	4 years	68
	Other	7
Residency Program Type
	Academic	175
	Hybrid (e.g. academic/county)	64
	Community	41
	County	25

Top Three Resources by Percentage of Respondents who Selected

Figure 1. Percentage of respondents who selected each resource as one of their top three choices (n = 306)

Top Three Resources by Usage

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Figure 2. Reported usage for each resource (e.g., teaching, studying, or clinical practice) among respondents (n = 306).

Top Three Resources by Time

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Figure 3. Hours spent using each resource, grouped by reported usage time (n = 306).

Top Three Resources by CME Funds

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Figure 4. Reported CME funding status for each resource (e.g., “Yes,” “No,” “Partially,” or “No Cost”)

Top Three Resources by Residency Graduation Year

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).

Figure 5. Reported usage of top learning resources stratified by respondents’ emergency medicine residency graduation year, grouped in 5-year intervals starting from 1980 (n = 306 respondents).